<\/p>\n
We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home and for sending lots of brilliant examples of home learning to us, keep it up!<\/p>\n
<\/p>\n
A couple of polite reminders:<\/strong><\/p>\n <\/p>\n Take care everyone, from Miss Honeywell, Miss Jackson-Nash, Mrs Cairns and Miss Hawley.<\/p>\n <\/p>\n ENGLISH<\/u><\/strong><\/p>\n Monday: <\/u><\/p>\n L.O: To learn about John Lyons<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/to-learn-about-john-lyons-6wv62t<\/a><\/p>\n <\/p>\n Tuesday:<\/u><\/p>\n L.O: To investigate suffixes: -ous<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/to-investigate-suffixes-ous-6njk8e<\/a><\/p>\n <\/p>\n Wednesday:<\/u><\/p>\n L.O: To explore word class<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/to-explore-word-class-6cu3je<\/a><\/p>\n <\/p>\n Thursday: <\/u><\/p>\n L.O: To explore and respond to John Lyons\u2019 poetry: Dancing in the Rain (Part 1)<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/to-explore-and-respond-to-john-lyons-poetry-dancing-in-the-rain-c8u32c<\/a><\/p>\n <\/p>\n Friday:<\/u><\/p>\n L.O: To develop a rich understanding of words associated with happiness.<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/to-develop-a-rich-understanding-of-words-associated-with-happiness-part-1-ccrp2c<\/a><\/p>\n <\/p>\n Support task:<\/u><\/strong><\/p>\n Take a look at John Lyons\u2019 poem, \u2018Granny\u2019s sugarcake\u2019, below.<\/p>\n Can you innovate parts of the poem to create a poem about your own favourite cake?<\/p>\n Try clapping your hands to count the syllables of the red words in the poem, before making any changes. For example, \u201cSu \u2013 gar \u2013 cake\u201d could be changed to \u00a0\u201cApp \u2013 le \u2013 cake\u201d (3 syllable counts). \u201cCinn \u2013 a \u2013 mon\u201d could be changed to \u201cCho \u2013 co \u2013 late\u201d (3 syllable counts).<\/p>\n <\/p>\n Sugarcake! <\/p>\n She grate de coconut, <\/p>\n She screwin up she face, <\/p>\n Wen de sugarcake<\/strong> ready, <\/p>\n an is den meh mouth begin to water <\/p>\n Sugarcake! <\/p>\n Challenge Activity: <\/u><\/strong><\/p>\n Take a look at John Lyons\u2019 poem, \u2018Tell me, mama\u2019, below. This poem is based on statements and questions about the world.<\/p>\n Can you record this poem in your work book, then colour code which parts are the statements from the child and which parts are the questions he asks his mother?<\/p>\n What pattern did you notice? Why do you think the poem may have been structured and organised in this particular way? How do you think the boy\u2019s feelings change as the poem progresses and he asks more questions?<\/p>\n <\/p>\n Tell me, Mama, <\/p>\n Where does it go to <\/p>\n Teacher said the world is round and spinning. <\/p>\n And if the world is round, as teacher said, <\/p>\n When we go walking in the moonlight <\/p>\n Please Mama, tell me. <\/p>\n Spelling:<\/u><\/strong><\/p>\n Have a go at the following words that use the \u2018-ous\u2019 suffix. \u00a0Which strategies could you use to practise them? Choose two from the following list:<\/p>\n <\/p>\n\n
\nSugarcake!<\/strong>
\nAh chile sweetie ting
\na Trini granny could mek:<\/p>\n
\nput sugar<\/strong> in ah hot pot.
\nWhen it bubble-up like crazy
\nshe stir in de coconut<\/strong>;
\nden she drop in some clove,
\nah piece of cinnamon,<\/strong>
\nan few drops ah vanilla.<\/p>\n
\nkeepin she eye on it.
\nShe stirrin it,
\nshe stirrin it<\/strong>
\nan she whole body shakin-up;
\nah tellin yuh,
\nmeh Granny got riddum.<\/p>\n
\nshe spoon it out
\non greaseproof paper,<\/p>\n
\nbut de look meh Granny gimmeh
\ntell meh ah got to wait
\nfuh it to cool down good.<\/p>\n
\nSugarcake!<\/strong>
\nHow ah love de sugarcake<\/strong>
\nmeh Granny does mek.<\/p>\n
\nWhere does the sun come from
\nin the morning?<\/p>\n
\nwhen it reaches the edge of the field?<\/p>\n
\nI am standing on the world, how come I don’t feel dizzy?
\nAnd if the world is spinning,
\nwhy don’t the seas and oceans spill out into space?<\/p>\n
\nhow come some fields and roads
\nremain flat for miles and miles and miles?<\/p>\n
\nwhy does the moon follow us wherever we go?<\/p>\n
\nI want to know.<\/p>\n\n
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